A review of the past decade of research on effective feedback confirms supervisors should aim to fill the role of a ‘critical friend’ who provides constructive and timely feedback.
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Despite heavy investment by universities, student experience of feedback higher education continues to be less than desirable, especially for at-risk students.
The scientific impact of a research paper increases with every additional commenter who provides feedback – particularly if the comment came from a well-connected academic.
Quality assurance programmes tend to ignore context - which means important elements of teaching and learning are overlooked and universities miss out on a real chance to improve their practices.
A friend of mine calls me professor of genius studies. It’s a sort of slip of the tongue, as I teach in gender studies, but it‘s also funny because everyone knows that genius is not associated with gender…
Kontributor teratas
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Associate Professor, The University of Western Australia
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Associate Professor in Educational Technologies, Monash University
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Associate Professor - Information and Communications Technology, CQUniversity Australia
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Associate Professor, UCT School of Economics; South African Reserve Bank Research Chair in Financial Stability Studies, University of Cape Town
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Assistant Professor of Curriculum and Instruction, Jimma University
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Senior Research Fellow, Max Planck Institute for Innovation and Competition
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Senior Lecturer in Strategic Management, CQUniversity Australia
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Professor and Director, Centre for Research in Equity, Advancement of Teaching & Education (CREATE), CQUniversity Australia
